Information and Communications Technology (ICT) and Education

International audienceAs Information and Communication Technologies (ICT) gradually permeate daily life, they are profoundly changing the way education is conceived and delivered. Teachers play a key role in this transformation process; their beliefs, pedagogical practices, and teaching skills are continuously challenged. ICT integration in the educational process can significantly enhance traditional courses and Internet-based education, i.e., e-learning, is becoming a serious alternative to traditional, face-to-face courses. To be used as a lever for pedagogical innovation and institutional transformation, teacher ICT competencies need to go beyond skills in ICT use per se, and enclose contextual knowledge about technology, pedagogy, and content. On the other hand, learners' engagement with ICT in education depends on their expectations and conceptions of learning and required assessment. A learner's experience with ICT in education is linked to his perception of systems' ease of use and usefulness in achieving learning goals. Adaptive learning systems open new potentialities for a personalized instruction which is tailored to the learner's characteristics. At the edge of a new era, schools, colleges, and higher education struggle to seize opportunities and overcome obstacles

On the use of case-based planning for e-learning personalization

This is the author’s version of a work that was accepted for publication in Expert Systems with Applications. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in Expert Systems with Applications, 60, 1-15, 2016. DOI:10.1016/j.eswa.2016.04.030In this paper we propose myPTutor, a general and effective approach which uses AI planning techniques to create fully tailored learning routes, as sequences of Learning Objects (LOs) that fit the pedagogical and students’ requirements. myPTutor has a potential applicability to support e-learning personalization by producing, and automatically solving, a planning model from (and to) e-learning standards in a vast number of real scenarios, from small to medium/large e-learning communities. Our experiments demonstrate that we can solve scenarios with large courses and a high number of students. Therefore, it is perfectly valid for schools, high schools and universities, especially if they already use Moodle, on top of which we have implemented myPTutor. It is also of practical significance for repairing unexpected discrepancies (while the students are executing their learning routes) by using a Case-Based Planning adaptation process that reduces the differences between the original and the new route, thus enhancing the learning process. © 2016 Elsevier Ltd. All rights reserved.This work has been partially funded by the Consolider AT project CSD2007-0022 INGENIO 2010 of the Spanish Ministry of Science and Innovation, the MICINN project TIN2011-27652-C03-01, the MINECO and FEDER project TIN2014-55637-C2-2-R, the Mexican National Council of Science and Technology, the Valencian Prometeo project II/2013/019 and the BW5053 research project of the Free University of Bozen-Bolzano.Garrido Tejero, A.; Morales, L.; Serina, I. (2016). On the use of case-based planning for e-learning personalization. Expert Systems with Applications. 60:1-15. https://doi.org/10.1016/j.eswa.2016.04.030S1156

Scientific opinion on the safety of monacolins in red yeast rice

The Panel on Food Additives and Nutrient Sources added to Food (ANS) was asked to deliver a scientific opinion on the safety of monacolins in red yeast rice (RYR) and to provide advice on a dietary intake of monacolins that does not give rise to concerns about harmful effects to health. The Panel reviewed the scientific evidences available as well as the information provided by interested parties in response of a public ‘Call for data’ launched by EFSA. The Panel considered that monacolin K in lactone form is identical to lovastatin, the active ingredient of several medicinal products authorised for the treatment of hypercholesterolaemia in the EU. On the basis of the information available, the Panel concluded that intake of monacolins from RYR via food supplements, could lead to estimated exposure to monacolin K within the range of the therapeutic doses of lovastatin. The Panel considered that the available information on the adverse effects reported in humans were judged to be sufficient to conclude that monacolins from RYR when used as food supplements were of significant safety concern at the use level of 10 mg/day. The Panel further considered that individual cases of severe adverse reactions have been reported for monacolins from RYR at intake levels as low as 3 mg/day. The Panel concluded that exposure to monacolin K from RYR could lead to severe adverse effects on musculoskeletal system, including rhabdomyolysis, and on the liver. In the reported cases, the product contained other ingredients in addition to RYR. However, these reported effects in particular musculoskeletal effects, have both occurred after ingestion of monacolin K and lovastatin independently. On the basis of the information available and several uncertainties highlighted in this opinion, the Panel was unable to identify a dietary intake of monacolins from RYR that does not give rise to concerns about harmful effects to health, for the general population, and as appropriate, for vulnerable subgroups of the population

Impact of COVID-19 on cardiovascular testing in the United States versus the rest of the world

Objectives: This study sought to quantify and compare the decline in volumes of cardiovascular procedures between the United States and non-US institutions during the early phase of the coronavirus disease-2019 (COVID-19) pandemic. Background: The COVID-19 pandemic has disrupted the care of many non-COVID-19 illnesses. Reductions in diagnostic cardiovascular testing around the world have led to concerns over the implications of reduced testing for cardiovascular disease (CVD) morbidity and mortality. Methods: Data were submitted to the INCAPS-COVID (International Atomic Energy Agency Non-Invasive Cardiology Protocols Study of COVID-19), a multinational registry comprising 909 institutions in 108 countries (including 155 facilities in 40 U.S. states), assessing the impact of the COVID-19 pandemic on volumes of diagnostic cardiovascular procedures. Data were obtained for April 2020 and compared with volumes of baseline procedures from March 2019. We compared laboratory characteristics, practices, and procedure volumes between U.S. and non-U.S. facilities and between U.S. geographic regions and identified factors associated with volume reduction in the United States. Results: Reductions in the volumes of procedures in the United States were similar to those in non-U.S. facilities (68% vs. 63%, respectively; p = 0.237), although U.S. facilities reported greater reductions in invasive coronary angiography (69% vs. 53%, respectively; p < 0.001). Significantly more U.S. facilities reported increased use of telehealth and patient screening measures than non-U.S. facilities, such as temperature checks, symptom screenings, and COVID-19 testing. Reductions in volumes of procedures differed between U.S. regions, with larger declines observed in the Northeast (76%) and Midwest (74%) than in the South (62%) and West (44%). Prevalence of COVID-19, staff redeployments, outpatient centers, and urban centers were associated with greater reductions in volume in U.S. facilities in a multivariable analysis. Conclusions: We observed marked reductions in U.S. cardiovascular testing in the early phase of the pandemic and significant variability between U.S. regions. The association between reductions of volumes and COVID-19 prevalence in the United States highlighted the need for proactive efforts to maintain access to cardiovascular testing in areas most affected by outbreaks of COVID-19 infection

Use and Abuse of Reusable Learning Objects

The term Learning Object, first popularized by Wayne Hodgins in 1994 when he named the CedMA working group "Learning Architectures, APIs and Learning Objects", has become the Holy Grail of content creation and aggregation in the computer-mediated learning field. The terms Learning Objects (LOs) and Reusable Learning Objects are frequently employed in uncritical ways, thereby reducing them to mere slogans. The serious lack of conceptual clarity and reflection is evident in the multitude of definitions and uses of LOs. The objectives of this paper are to assess current definitions of the term Learning Object, to articulate the foundational principles for developing a concept of LOs, and to provide a methodology and broad set of guidelines for creating LOs

Objectal remainder: The ontology of honor

Departing from the traditional--sociological and moralist--approaches for the study of honor in the seventeenth-century Spanish comedia, this dissertation undertakes an inquiry into the essence of honor. The question of honor\u27s ontological determination acquires importance precisely because the characters perceive and judge the world from the point of view of honor. Yet honor can be apprehended only in its manifestations, not in its essence. The primordial mode of its manifestation is its loss (dishonor). Honor appears the moment it disappears and it emerges only in effacing itself. Though this quasi-conceptual status of honor is indeterminate, its effects produce death. In this dissertation I define the condition of honor in its multiple disclosures: as law from a Kantian perspective that lacks content and exists as a pure from; as a reified imaginary object that lures the subject to an infinite pursuit; and as super-ego, an internalized aggression against another which forever proves the subject\u27s guilt

Lipid management: Considerations in acute coronary syndrome

Managing dyslipidemia is an important part of the primary and secondary prevention of coronary heart disease. Low-density lipoprotein cholesterol reduction remains the primary lipid goal. Patients who have experienced an acute coronary syndrome (ACS) are at very high risk of recurrent adverse cardiovascular events. A growing body of literature supports the concept that early and intensive treatment with statins after an ACS event decreases recurrent adverse cardiovascular events. We review available evidence pertaining to lipid alterations in ACS